LIBRARY 


UNIVERSITY  OF  CALIFORNIA. 


GIFT    OF 


Class 


/     ft  n  Q 


=Los  Angeles  City 

>ublic  Schools 

Manual  of  — ; 

ardboard    Construction 


For 

THIRD 
and 
FOURTH 

Grades 


Times-mirror  Printing  and  Binding  House 

Los  Angeles,  Gal. 


LOS  ANGELES  CITY 


PUBLIC   SCHOOLS 


MANUAL 

OF 

CARDBOARD     CONSTRUCTION 

FOR  THIRD  AND  FOURTH  GRADES 


COPYRIGHTED  1902 
BY  CHARLES  A.  KUNOU 


The  author  is  not  conscious  of  indebtedness  to  any  books  or 
authors  in  arranging  the  courses  in  this  manual,  except  in  that  a  man 
may  be  impressed,  in  a  general  way,  by  what  he  reads.  The  illustra- 
tions and  drawings  are  just  as  good  as  he  can  make  them.  The  work 
is  not  a  modification  of  other  systems  used  elsewhere. 

It  is  hereby  dedicated  to  the  children  and  teachers  of  the  third 
and  fourth  grades  of  Los  Angeles  City  Public  Schools. 

CHARLES  A.  KUNOU. 

Los  Angeles,  Cal..  March,  1902. 


Introduction. 


This  manual,  prepared  by  Mr.  Charles  A.  Kunou,  is  the  outgrowth 
of  practical  experience  in  the  school  room,  and  is  designed  to  assist 
teachers  of  the  third  and  fourth  grades  who  have  not  had  special 
preparation.  The  aim  is  to  make  the  work  as  simple  as  possible,  and 
to  establish  a  correlation  with  other  subjects,  particularly  arithmetic 
and  geometry;  and  to  this  end  the  exercises  are  intended  to  assist 
the  mental  as  well  as  the  moral  growth.  The  progression  is  method- 
ical, the  exercises  are  simple,  and  the  materials  are  not  expensive. 
The  work  is  intended  to  produce  useful  articles  which  are  the  creative 
work  of  the  child,  instead  of  merely  flat  pieces  of  paper  with  names 
attached.  The  using  of  paste  is  avoided  as  much  as  possible,  and  a 
system  of  "  flaps  "  in  combining  surfaces  is  employed. 

Cardboard  construction  has  a  definite  educational  value,  because  it 
stimulates  the  mental  activities  of  the  children.  It  calls  into  play 
brain  energies  which  ordinary  school  systems  do  not  develop  in  these 
grades.  It  inculcates  habits  of  originality,  accuracy,  observation  and 
neatness. 

These  courses  prepare  and  lead  to  the  more  extensive  work  in  the 
higher  grades,  in  that  they  gradually  train  in  definiteness  of  form 
and  dimensions.  They  are  planned  to  cover  a  period  of  two  years, 
with  two  classes  in  a  room,  giving  forty  minutes  each  week  for  ten 
months  in  the  year. 

Printed  by  order  of  Board  of  Education. 

JAMES  A.   FOSHAY, 

Superintendent. 


236836 


General  Directions. 


The  following  courses  have  been  planned  for  the  Third  and 
Fourth  grades.  They  are  four  consecutive  courses  to  be  applied  in 
the  B3,  A3,  B4  and  A4  classes,  respectively.  Although  apparently 
separate,  their  inner  organic  connection  constitute  them  one  con- 
tinuous course. 

The  sequence  ought  not  to  be  broken,  because  the  work  is  built 
up  on  its  inner  elements,  i.  e.,  a  mere  external  view  of  the  course 
does  not  wholly  convey  a  complete  idea  of  what  it  contains.  In  other 
words  the  models  are  built  on  exercises  graded  and  arranged  accord- 
ing to  the  nature  and  difficulty  of  performance.  A  distinction  is  made 
between  a  model  and  the  exercises  contained  or  united  in  the  model. 
A  model  is  one  thing;  an  exercise  is  another,  and  a  different  thing. 
A  model  is  the  unit  of  expression  of  the  set  of  exercises  united  in  it. 
An  exercise  is  a  mental  and  physical  effort  as  applied  in  the  manip- 
ulation of  tools  and  materials.  Hence  the  course  is  a  systematic  unit 
for  the  simultaneous  mental  and  manual  training  of  the  children. 

Paper  (cardboard,  cover  paper,  bristolboard,  tagboard,  etc.)  is  a 
convenient  medium  of  expression  because: 

1st.     It  encourages  and  trains  in  neatness  and  cleanliness. 

2nd.  It  requires  and  admits  the  use  of  few  tools  in  its  extensive 
application. 

3rd.  It  engenders  artistic  sense  and  taste  by  reason  of  its  easy 
application  in  the  production  of  real  and  ornamental  articles. 

4th.     It  is  real  and  useful. 

B3    COURSE. 

The  predominant  geometric  elements  or  motives  are  the  square 
and  the  rectangle.  These  are  studied  and  elaborated  by  indirect 
repetition,  i.  e.,  repetition  on  advanced  and  varied  problems;  going 
step  by  step  from  the  easy  to  the  difficult,  from  the  simple  to  the 
complex,  from  the  known  to  the  unknown.  This  repetition  is  not 
apparent  to  nor  felt  by  the  pupils,  as  each  repetition  involves  new 
cognitions,  new  truths  and  new  applications  of  the  original  elements. 
In  this  course  all  measurements  are  limited  to  the  discrimination  of 
inches  and  half  inches. 

The  tools  and  materials  used  in  B3  Course  are  lead  pencil,  ruler, 
right  angled  triangle,  scissors,  darning  needle,  linen  floss  or  Columbia 
zephyr  and  paper. 

Eyelets  and  eyelet  punch  are  used  to  a  limited  extent 


A3    COURSE. 

This  course  is  based  and  enlarged  upon  the  geometric  motives,  the 
circle  and  triangles,  and  as  in  the  preceding  course  these  constructions 
are  repeated  and  applied  under  new  and  varied  circumstances,  each 
step  increasing  in  difficulty  of  performance  and  complexity  of  nature. 

In  the  A3  Course  the  same  tools  and  materials  are  used  as  in  the  B3 
Course,  adding  pencil-compasses  and  paper  fasteners.  Measurements 
are  inches,  half  inches  and  quarter  inches. 

Eyelets  and  eyelet  punch  are  used  to  a  limited  extent. 

B4  COURSE. 

In  this  course  the  square  and  rectangle  (oblong)  are  applied  in 
advanced  work,  and  tools  and  materials  are  the  same  as  in  the  pre- 
ceding course. 

A4  COURSE. 

This  course  combines  in  its  exercises  many  of  the  elements  of  the 
preceding  courses  and  involves  construction  of  polygons  such  as 
hexagons  and  octagons.  In  this  course  the  same  tools  and  materials 
are  used  as  in  the  preceding  courses,  adding  paste. 

Knives  may  be  used  in  the  latter  part  of  the  Fourth  Grade,  on 
supplementary  work.  No  covered  work  or  so  called  book  binding 
should  be  attempted  as  required  class  work.  Some  little  surface 
pasting  is  done  in  attaching  fancy  paper  to  the  outside  of  some 
finished  models. 

All  measurements  are  limited  to  inches,  half  inches  and  quarter 
inches. 

In  all  work,  teachers  should  observe  and  gather  materials  and 
suggestions  for  improvements  of  the  course.  Such  suggestions  should 
be  in  the  line  of  simplification  and  concentration. 

EXPLANATION. 

The  drawings  in  this  manual  were  made  so  that  the  figures  for 
dimensions  were  to  be  read  from  the  bottom  and  from  the  right  hand 
side.  The  arrangement  of  the  cuts  compelled  a  change  of  position  in 
many  instances. 


SUGGESTIONS    IN    METHOD    OF    TEACHING. 

General    Method. 

Always  draw  the  outline  common  to  the  entire  figure  before 
spacing  and  drawing  details  of  the  inside.  Whatever  shape  or  form 
a  figure  may  have,  there  is  always  some  geometric  motive  and  some 
regular  outline  defining  and  embodying  it,  so  that  where  the  inner 
details  of  a  figure  depend  on  the  motives  or  outlines  of  a  circle,  a 
square  or  a  rectangle,  these  latter  must  be  drawn  first.  Proceeding 
from  without,  inward. 

Reduced  to  a  principle,  the  method  may  be  stated  thus:— Consider 
the  outline,  divide  into  definite  spaces  to  obtain  proportions  and 
symmetry. 

This  method  may  be  called  synthetico-analytical  method. 

How  to  Teach. 

1st.  Construct  and  develop  accurately  the  whole  model  on  the 
blackboard,  dictating  at  the  beginning  every  step  in  the  geometric 
process.  Do  not  expect  the  pupils  to  think  out  mathematical  con- 
structions. Few  men  can  construct  a  polygon  unless  shown  how. 

2nd.  Use  model,  explaining  the  relation  of  it  to  the  drawing  and 
its  parts. 

3rd.  As  the  work  progresses,  dictation  of  specific  steps  is  reduced 
to  general  statements.  Pupils  can  copy  from  chart  or  blackboard 
drawing. 

4th.  In  beginning  the  B3  Course,  give  a  lesson  or  two  involving 
the  use  of  the  triangle  and  ruler  only.  For  example:  On  a  piece 
of  practice  paper  draw  lines  1"  apart  and  V'  afijk't.  Space  1"  and  V' 
and  draw  lines  1",  IV',  2",  2V',  3",  3V',  etc.,  so  TOat  the  pupils  under- 
stand how  to  discriminate  between  one  inch  and  one  half  inch,  and 
how  to  draw  parallel  lines.  When  pupils  are  thus  able  to  draw  lines 
at  given  distances,  parallel  and  at  right  angles,  the  drawing  is  per- 
formed directly  on  the  cardboard. 

In  beginning  the  A3  Course  practice  with  compasses  on  "  prac- 
tice paper"  before  applying  directly  on  cardboard. 

5th.  Where  pupils  have  finished  the  prescribed  work,  encourage 
original  work. 

6th.  In  all  manual  school  work  the  success  is  assured,  or  it  is 
made  impossible,  by  the  foundations  laid  through  the  first  lessons. 
Hold  back  instead  of  urging  on.  Resist  the  "  what  is  next,"  the  "  I 
want  to  make  the  next  model."  Do  not  require  quantity,  but  demand 
quality,  and  obtain  it  by  arousing  the  pupils  from  within;  by  evoking 
the  will.  This  will,  to  do,  to  make,  is  the  dawn  of  intelligence,  the 
first  steps  of  education. 

7th.  Regarding  the  system  of  lines  used  in  this  manual.  In 
written  language,  words  are  made  up  of  letters.  In  Linear  drawing 
the  different  lines  are  the  letters,  the  alphabet,  by  which  the  drawings 


are  read.  In  teaching  in  the  third  and  fourth  grades,  it  is  too  early 
to  attempt  the  application  of  different  lines,  by  the  children.  The 
teacher  should  draw  the  figure  on  the  blackboard  in  ordinary  "  full " 
lines,  and  frequently  apply  "  dimension "  lines.  Lines  to  be  scored 
should  be  filled  in  with  colored  crayon,  red  or  blue.  In  this  way  the 
blackboard  drawing  will  present  sharp  contrasts  in  the  lines.  Children 
should  draw  only  ordinary  lines,  heavy  and  light.  Remember  that 
other  advanced  forms  of  manual  work  and  mechanical  drawing  follow 
the  work  of  the  grades  for  which  this  course  is  designed. 

CUTTING. 

The  pupils  should  be  shown  how  to  use  the  scissors  properly  and 
all  should  sit  upright,  using  only  the  hands.  Counteract  the  habit  of 
twisting  the  mouth,  inclining  the  head,  projecting  the  tongue,  etc. 

PASTING. 

In  using  paste  or  glue,  pupils  should  supply  themselves  with 
small  pieces  of  clean  white  cloth  or  soft  paper  to  smooth  down  flaps, 
wipe  the  fingers,  etc. 

FOLDING. 

Pupils  should  be  taught  to  fold  the  paper  in  accordance  with  an 
approved  method.  Use  ruler  upon  the  line,  and  fold  upward  and 
toward  "  you,"  with  ruler  as  guide  and  rest.  Remove  ruler,  fold  over 
and  smooth  down  with  fingers,  then  raise  the  paper  to  the  angle 
required. 

SCORING. 

Scoring  is  the  process  of  making  an  impression  on  the  figure 
lines  on  the  heavier  papers,  such  as  bristolboard,  tagboard,  or  pulp- 
board.  It  should  be  done  with  some  instrument  not  quite  so  sharp 
as  a  knife;  for  the  paper  must  not  be  cut. 

The  back  edge  of  the  scissors  is,  in  these  courses,  the  most  con- 
venient for  pupils.  Otherwise  a  bookbinder's  paperfolder  is  the  best 
tool  for  hand  scoring.  Score  only  such  paper  whose  thickness  or 
folding  quality  requires  scoring.  Score  on  the  lines  and  fold  the 
figure  in  on  the  same  side,  except  where  using  heavy  bristol  or  pulp 
boards,  and  where  edge  binding  is  required. 

TERMINOLOGY. 

In  all  work  use  geometric  terminology,  that  is:  apply  the  names 
perpendicular,  horizontal,  vertical,  oblique,  circumference,  radius,  dia- 
meter, apex,  base,  etc.  Use  the  (seconds)  "  in  dimensions  on  draw- 
ings. Do  not  use  the  abbreviation  "  in."  for  inches.  However,  do  not 
expect  or  attempt  too  much  in  this  direction  at  the  outset.  As  the 
pupils'  work  progresses,  and  the  terms  are  frequently  applied,  they 
become  distinct  and  fully  understood  by  the  pupils. 


ORIGINAL  AND  SUPPLEMENTARY  WORK. 

Reading  is  taught  for  the  purpose  of  developing  children,  and  so 
is  arithmetic,  writing  and  music.  Children  are  not  employed,  it  is 
presumed,  in  these  subjects  "  to  see  what  can  be  done  in  these  lines." 
Therefore,  cardboard  construction  should  be  used  as  a  means  of  formal 
education.  Thus  in  giving  supplementary  work,  models  whose  elements 
are  co-related  to  other  school  work,  say  geometry,  should  be  en- 
couraged. The  simple  solids,  the  cube,  cone,  and  pyramid  are  here 
conveniently  applied.  In  all  manual  work  in  the  public  schools,  the 
utilitarian  side  is,  therefore,  subordinated  to  the  intellectual. 

System  or  organized  effort  must  exist  in  the  schools.  Individual- 
ism is  not  subverted  by  systematic  efforts  on  the  part  of  all  in  the 
class.  The  faculties  of  individuals  are  developed  by  doing  a  definite 
thing  at  and  in  a  definite  time  and  as  required.  Much  of  so-called  orig- 
inal work  combine  efforts  which  are  directed  always  in  the  channels 
offering  least  resistance  and  when  completed  result  either  in  weariness 
or  false  self-satisfaction.  Original  work  should  be  encouraged  only 
where  pupils  have  finished  the  prescribed  work,  so  that  it  expresses 
their  highest  efforts,  making  the  original  work  a  privilege.  In  such 
cases  the  work  should  be  formed  into  problems  to  be  solved.  That 
is,  the  pupil  suggests  to  the  teacher  "  what "  he  desires  to  make. 
Then  a  drawing  is  made,  and  the  model  worked  out  as  other  exercises 
in  the  course. 


MATERIALS  AND  TOOLS  USED  IN  THESE  COURSES. 
Paper. 


NAME   OF   PAPER 

SIZE 

WEIGHT 

COLOR 

Cover  Paper 

20x25  inches 

60  lb. 

(  Terra  Cotta 

(Bordeaux 

(500  sh.) 

1  Sapphire 

Cover  Wove 

Assorted 

<  Olivene 

Antique) 

120  lb. 

|  Jade 

Bristolboard 

22>£x28)£  inches 

(500  sh.) 

I  Gold 

(Clinton) 

140  lb. 

Assorted 

Tagboard 

22)^x28>£  inches 

(500  sh.) 

Manila 

PASTE. 

Paste  is  used  very  little  and  in  the  A4  Course  only, 
used  is  Sanford's  Library  Paste  in  2  oz.  bottles. 


The  paste 


OTHER    MATERIALS. 

Dennison's  Paperfasteners,  No.  22,  round  head. 

Eyelets  and  punch. 

Darning  needles  3". 

Linen  floss. 

Excelsior  Pencil  Compasses  No.  8999,  Keuffel  &  Esser  Co. 

Scissors  5". 

Triangles  30<>  and  60<>. 
Ruler,  brassbound. 
Sandpaper,  No.  1,  for  supplementary  work  only. 

HOW    TO    CUT    SANDPAPER. 

Sandpaper  must  not  be  cut  with  scissors  in  the  ordinary  way. 
The  small  silicon  particles  will  dull  the  edges  of  the  scissors.  Draw 
the  figure  required  on  the  back  of  the  sandpaper,  that  is,  on  the 
smooth  side.  Then,  using  ruler — on  straight  lines — slide  the  scissors 
along  it  with  the  back  side  of  the  points  in  the  lines  to  be  cut  out.  It 
is  not  necessary  to  cut  clear  through  so  as  to  come  in  contact  with 
the  sand.  Thus  cut,  the  sandpaper  parts  or  breaks  easily. 


SYSTEM    OF    LINES    USED    IN    THESE   COURSES. 

Line  1.     Ordinary  or  full  line,  outline,  to  be  cut. 

Line  2.  Dotted  line,  construction  line,  help  line;  to  obtain  figure, 
not  to  be  scored. 

Line  3.     Dashed  line,  to  be  scored,  not  cut. 

Line  4.  Dimension  line,  to  indicate  size  of  figures  and  parts 
thereof. 

(Pupils  should  draw  their  figures  in  ordinary  lines  only.) 


10 


B3  COURSE. 


B3   COURSE. 
No.  1.     Square. 
Construction: 

With  ruler  draw  AB,  3"  long. 

With  triangle  draw  lines  at  right  angles   with  A  and  B. 

Measure  BC  and  AD,  3". 

With  ruler  draw  DC  parallel  to  AB. 

Test  the  angles  with  triangle. 

Cut  with  scissors. 

Drill  carefully  the  elements  or  concepts  of  the  square. 
Materials:     Tagboard  or  bristolboard. 


12 


B3    COURSE. 

No.  2.     Visiting-card.     Rectangle. 
Construction: 

With  ruler  draw  line  A  B.  3£". 

With  triangle  draw  lines  AD  and  BC  at  right  angles  to  A  and  B. 

Measure  AD  and  BC,  !£". 

With  ruler  draw  DC  parallel  to  AB, 

Test  angles  with  triangle. 

Cut  card  with  scissors. 

Drill  concepts  of  oblong  (rectangle)  contrasting  with  square. 
Materials:     Bristol  or  tagboard. 


n 


..1 


13 


B3   COURSE. 
No.  3.     Windmill. 
Construction: 

With  ruler  and  triangle  draw  square  4"  sides. 

Draw  diagonals.     Teach  meaning  of  diagonals. 

Measure  i"  from  center  on  each  diagonal. 

Cut  out  square  with  scissors. 

Cut  on  each  diagonal  to  the  *"  mark,  as  in  drawing. 

Roll  right  hand  corner  over  and  upward,  as  in  sketch. 

Insert  a  pin  through  ends  of  wings  and  center  of  square. 
Materials:     Coverpaper  and  pin. 

The  windmill  is  one  of  the  first  devices  to  utilize  the  wind  as  a 
motive  power.  The  earliest  attempts  were  made  in  the  eighth  cen- 
tury. 


14 


15 


B3    COURSE. 
No.  4.     Note  book. 
Construction: 

Draw  a  rectangle  5"x33". 

Draw  a  line  across  in  the  middle. 

Cut  out  figure  with  scissors. 

Fold  on  middle  line. 

On  white  "soft  paper"  draw  rectangle  for  leaves  4£"x3". 

Cut  around  and  fold  in  middle. 

Sew  the  leaves  on  to  the  covers,  using  floss,  taking  two  or  three 

stitches  as  may  be  necessary. 
Material:     Bristolboard  for  covers,  common  soft  paper  for  leaves. 


16 


I. 


^  i. 


17 


B3    COURSE. 
No.   5.     Visiting   card. 

(Rhombus.) 
Construction: 

Draw  base  line  of  desired  length. 

Using   the    hypotenuse    of    a    60<>    triangle    (or    any    angle)    draw 

sides  of  rhombus  equal  to  base  line,  measuring  with  ruler. 
Draw  top  line  parallel  to  base  line,  using  ruler. 
Cut  out  figure  with  scissors. 

Let  pupils  write  their  names  in  the  middle  of  the  cards. 
Teach  elements  of  quadrilateral  parallelograms, — that  is,  Rhombus 

has  four  equal  sides,  and  two  opposite  angles  equal. 
Contrast  with  square. 
Material:     Bristolboard. 


18 


B3    COURSE. 
No.  6.     Visiting  card. 

(Rhomboid.) 
Construction: 

Draw  base  line  of  desired  length. 

Using  the  hypotenuse  of  a  60°  triangle  draw  sides  of  rhomboid  of 

desired  length,  measuring  with  ruler. 
Draw  top  line  with  ruler  and  parallel  to  base  line. 
Let  pupils  write  their  names  in  the  middle  of  the  cards. 
Teach  elements  of  quadrilateral  parallelograms,   as  in  preceding 

lesson.     Contrast  with  rectangle  and  rhombus. 
Material:     Bristolboard. 


19 


B3    COURSE. 
No.  7.     Cardcase. 
Construction: 

Draw  a  rectangle  7£"x3£". 

Draw  lines  across  1",  1^"  and  2£"  as  in  drawing. 

In  the  1"  space  draw  the  tongue  i"  wide,  by  measuring  1£"  from 

each  side  of  rectangle. 
Mark  off  i"  on  the  corners  on  the  1"  line  and  draw  oblique  lines, 

as  shown  in  drawing. 
Draw  lines  for  the  slot  opposite  the  tongue,  and  as  long  as  the 

width  of  the  tongue,  and  as  indicated  in  the  drawing. 
Cut  out  figure  with  scissors. 
Score  and  fold  on  dashed  lines. 

In  cutting  the  slot,  bore  hole  in  the   ends  of  the  lines   with  a 
needle  or  other  pointed  instrument  before  inserting  the  scissors. 
Material:     Tagboard. 


*V|    ! 


NS? 


^ 


A  J   S 

f^i._;_4._L.^..-J/ 

i  ^  * '  .  •" 

^-*  ^ — * 


20 


B3   COURSE. 
No.  8.     Wallpocket. 
Construction: 

Draw  a  horizontal  line  8"  long. 
•     Draw  a  vertical  line  (at  right  angles)   8"  long  and  in  the  middle 

of  the  horizontal  line. 
Connect  the  ends  of  these  lines,  completing  a  square,  standing  on 

its  diagonal. 
With  triangles  draw  lines  x,  x,  4"  long  at  right  angles  to  the 

horizontal  diagonal. 
Draw  the  base  line  parallel  to  the  horizontal  diagonal  and  through 

the  extremity  of  the  vertical. 
Draw  flap  lines  y  below  base  line. 
Make  ends  of  flaps  oblique  as  shown  in  drawing. 
Cut  around  figure  on  full  lines. 
Score  and  fold  on  dashed  lines. 
Lace  front  with  floss  as  shown  in  sketch. 
Put  in  floss  to  hang  model  on,  as  indicated  in  drawing. 
Material:     Tagboard. 


22 


23 


B3   COURSE. 
No.  9.     Envelope. 
Construction: 

Draw  a  rectangle  4"x3". 

Find  middle  points  x  and  with  ruler  draw  along  and  across  the 

rectangle. 

With  ruler  extend  lines  A,  A,  A,  A,  i"  outside  rectangle. 
Measure  2"  on  lines  X,  X,  X,  X,  and  connect  with  points  A,  A, 

A,  A;   and  at  the  ends  of  rectangle,  as  shown  in  drawing. 
Cut  around  figure  on  the  full  lines. 
Score  on  dashed  lines  and  fold  in  on  the  lines. 
No  pasting. 
Material:     Cover  paper. 


•3. 


kfi 


24 


A3  COURSE. 


A3    COURSE. 
No.  1.     Bookmark. 
Construction: 

Using  compasses  draw  circle  with  li"  radius. 

Draw  diameter. 

Measure  $"  on  each  side  of  center. 

With  triangle  draw  lines  AB,  and  CD,  at  right  angles  with  the 

diameter. 

With  scissors  cut  around  circumference. 
Cut  along  lines  BA,   and  DC,  to  diameter. 
Drill  carefully  concepts  or  elements  of  circle. 
Materials:     Bristolboard  or  tagboard. 


26 


A3    COURSE. 
No.  2.     Triangular  Keytag. 
Construction: 

With  ruler  draw  line  AB,  3"  long. 

Using  A  and  B  as  centers  and  AB  as  radius  witli  compasses  draw 

arcs  to  intersect  above  AB  at  C. 
With  ruler  draw  lines  AC  and  BC. 
Cut  triangle  with  scissors. 
Measure  1"  down  from  apex  of  triangle. 
Bore  hole  with  point  of  scissors. 
Attach  thread  or  floss. 
Material:     Tagboard. 


27 


A3    COURSE. 
No.  3.     Thread-winder. 
Construction: 

With  compasses  draw  circle  li"  radius. 

Divide  circumference  into  six  equal  parts.     Radius  "  goes  around 

circumference  6  times." 
Connect  points,  thus  obtaining  two  equilateral  triangles   inscribed 

in  a  circle. 

Cut  out  figure  with  scissors. 
Material:     Tagboard. 


28 


A3    COURSE. 
No.  4.     Pen   Wiper. 
Construction: 

On  bristolboard  draw  circle  3"  diameter. 

On   blotting   paper — of   different   colors,   if   possible — draw   three 
circles  3"  diameter.    On  bristolboard  draw  a  circle  2"  diameter. 
Cut  out  circles  with  scissors. 

Fasten  together  pieces  with  one  paper  fastener  inserted  in  center, 
placing  the  large  circle  of  bristolboard  at  the  bottom,  the  small 
circle  of  bristolboard  at  the  top. 

Suggest  that  pupils  may  cut  out  pieces  of  cloth  of  same  size,  at 
home,  thus  furnishing  themselves  with  penwipers. 


29 


A3   COURSE. 
No.  5.     Easel. 
(Isosceles  triangle.) 
Construction: 

Draw  base  line  3|"  long. 

With  compasses  draw  arcs  1  and  2, — 41"  radius. 

Draw  sides  of  triangle. 

Measure  1"  from  base  line  and  draw  line  XX  and  place  points  3 

and  4, — y  from  sides  of  triangle. 
Measure  |"  on  base  line    and  connect  these  points  with  points  3 

and  4. 
Draw  lines  3,   5  and  4,  6, — £"  long  using  triangle,  then  connect 

points  5  and  6. 
Cut  out  figure  with  scissors. 
Roll  flap  A  forward  and  upward,  making  a  "  rest "  to  hold  picture 

on  as  in  sketch. 

For  back  supporter,  draw  and  cut  a  piece  of  tagboard  3i"xi"  and 
fasten  the  same  with  paper  fasteners  1"  from  apex,  as  shown 
in  drawing. 
Material:     Tagboard. 


30 


31 


A3    COURSE. 

No.  6.     Circular  Picture  Frame. 
Construction: 

On  bristolboard  draw  circle  4"  diameter. 
Draw  diameters,  as  in  drawing. 

Measure  1"  on  both  sides  of  vertical  diameter  and  at  any  dis- 
tance above  and  below  horizontal  diameter;  obtaining  points 
A,  B,  C,  D. 

Draw  lines  A,  C,  and  B,  D,  indefinitely,  as  in  drawing. 
Measure  £"  below  and  above  horizontal  diameter  and  draw  cross 

lines,  completing  a  square  of  1"  sides. 
Draw  diagonals. 

Cut  around  circle,  and  in  diagonals  of  square. 
Roll  triangular  pieces  1,  2,  3,  4,  outward  as  in  sketch. 
For  back: 

On  tagboard  draw  and  cut  a  circle  same  size  as  first. 
On  tagboard  draw  and  cut  piece  2i"xl"   for  supporter  of  frame. 
Fasten  with  floss  the  three  pieces  together  at  the  top;   and  back 
and  front  fastened  together  at  the  bottom,  as  shown  in  sketch. 
Materials:     Bristolboard  and  tagboard. 


32 


A3   COURSE. 
No.  7.     Calendar   Mount. 

(Quatrefoil.) 
Construction: 

Draw  a  square  2£"  sides. 

From  middle  of  the  sides  draw  semicircles  1"  radius. 
Cut  out  figure  with  scissors. 

Punch  hole  and  press  in  eyelet  as  shown  in  drawing. 
Insert  a  piece  of  floss  to  hang  the  mount  on. 

Children  may  be  told  to  procure  a  small  calendar,  which  can  be 
obtained  for  from  2  to  5  cents  in  any  bookstore.    Fasten  this  on 
to  the  mount  with  floss  or  paste. 
Material:     Tagboard  or  bristolboard. 


34 


A3   COURSE. 
No.  8.     Wallpocket. 
Construction: 

Draw  line  A,  B,  3",  and  on  it  with  compasses  construct  equilateral 

triangles,  above  and  below. 

On  the  sides  of  triangle  C  construct  triangles  D,  B. 
At  middle  points  x,  x,  draw  perpendiculars  $",  and  draw  slanting 

lines  as  in  drawing. 

Draw  flap  lines,  1  and  2,  $"  below  triangles. 
Score  and  fold  on  dashed  lines  as  in  drawing. 
Punch  hole  and  press  in  eyelet,  1"  from  apex. 
Lace  front  with  floss  as  in  sketch,  and  bend  triangular  top  pieces 

outward  as  shown  in  sketch. 
Material:     Bristolboard  or  tagboard. 


36 


37 


>  A3    COURSE. 
No.  9.     Toothpickholder. 
Construction: 

Draw  a  line  2"  long  and  on  it  construct  an  equilateral  triangle, 

apex  down. 

On  sides  of  triangle  draw  squares. 
Draw  lines  x,  \"  from  top  side,  find  middle  and  draw  points  as 

in  drawing.    Add  flap  lines  y  from  outside  of  squares. 
Cut  on  full  lines.     Score  and  fold  on  dashed   lines.     Fold  flaps 

outward  and  fasten  with  floss,  as  shown  in  sketch. 
Roll  points  over  pencil  outward  as  shown  in  sketch. 
Material:     Tagboard. 


38 


V--' 


39 


B4  COURSE. 


B4   COURSE. 
No.  1.     Open  Box. 
Construction: 

Draw  a  rectangle  7"x5". 

Draw  lines  1" '  inside  and  parallel  to  sides  of  rectangle. 

Draw  i"  flap  lines  in  the  corner  squares. 

Produce   the   diagonal   of   corner   squares   and   the   same   will   cut 

flap  lines  obliquely  as  shown  in  drawing. 
Cut  around  figure  on  the  full  lines. 
Score   on   dashed   lines. 
Fold  sides  of  box  inward. 
Fold   flaps    outward   and   fasten   corner   with   floss   as   shown   in 

sketch. 
Material:     Tagboard. 


42 


r_J 


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B4  COURSE. 
No.  2.     Oblong    Basket. 
Construction: 

Draw  rectangle  5£"x4". 

Draw  lines  inside,  parallel  to  and  1"  from  sides  of  rectangle. 

Draw  diagonals  in  corner  squares. 

From  the  corners,  measure  i"  in  both  sides  of  the  rectangle. 

Connect  these  points  with  oblique  lines. 

From  same  points  draw  lines  to  corners  of  inside  rectangle,  as 

shown  in  the  -drawing. 

In  middle  of  the  long  sides  locate  y  lines  for  handle. 
Cut  around  figure  on  full  lines  and  on  diagonals  of  corner  squares. 
In  cutting  the  $"  lines  for  handle,  bore  a  hole  in  the  ends  with  a 

darning   needle,   compass   or   other   pointed   instrument,   before 

cutting  with  scissors. 
Score  and  fold  on  dashed  lines. 

For  handle,  draw  and  cut  piece  9"x£"  and  cut  slanting  notches 
1"  from  each  end,  as  shown  in  sketch. 
Fasten  corners  of  basket  with  floss  and  insert  handle  from  around 

the  outside  of  basket,  as  shown  in  sketch. 
Material:     Tagboard. 


44 


45 


B4  COURSE. 

No.  3.     Square  Toothpickholder. 
Construction: 

Draw  rectangle   6"x2". 

Divide  into  spaces  of  !£". 

Draw  line  AB,  *"  from  top  side,  and  divide  each  space  into  two 

equal  parts    (i"). 
Draw  oblique  line  for  points. 
Add  lines  for  flaps  of  £"  at  ends  of  rectangle. 
On  end  line  of  second  division  draw  square  C,  and  add  lines  on 

two  sides  for  standards  of  A  V'  as  in  sketch. 
Cut  with  scissors  on  full  lines. 

NOTE.  Take  care  not  to  cut  loose  the  square  C.  Do  not  score  or 
fold  line  AB,  but  after  figure  is  put  together,  curve  points  over 
as  in  sketch. 

Lace  flaps  with  floss,  as  shown  in  sketch. 
Curve  standards  or  legs  according  to  drawing,  and  do  not  score 

these  lines. 
Material:     Tagboard. 


40 


47 


B4  COURSE. 

No.  4.     Covered  Box. 
Construction: 

Draw  rectangle  A,  B,  C,  D,  10"x3". 

Space  and  draw  lines  across  at  distances  indicated  in  the  draw- 
ing, and  extending  lines  2,  7,  and  3,  6,  to  form  side  of  rectangles 
R,  R. 

Draw  flaps  1,  2;  3,  4;  5,  6;  7,  8;  each  i"  from  the  sides  of  the 
rectangles. 

Draw  the  tongue  x,  $"  wide,  measuring  1J"  from  each  side  of 
rectangle. 

Draw  slot-line  S,  V'  long  and  $"  from  side  as  shown  in  drawing. 

Cut  around  figure  on  full  lines. 

Score  and  fold  on  dashed  lines,  and  split  open  line  S,  for  the 
tongue. 

Fold  sides  of  box  so  that  scorings  remain  on  outside. 

Fold  flaps    outward,    and    fasten    corners    of   box   with    floss,    as 

shown  in  sketch. 
Material:     Tagboard. 


43 


TS: 


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49 


B4   COURSE. 
No.  5     Pictureframe. 
Construction: 

Draw  a  rectangle  10"x3". 

Draw  a  line  across  in  the  middle. 

Draw  a  line  across  1"  from  one  end  of  rectangle. 

Draw  a  square  of  1"  sides  as  shown  in  drawing. 

Draw  supporter  A  according  to  drawing. 

Cut  around  figure,  and  cut  out  the  square. 

Score  on  middle  line  and  fold  on  it. 

Roll  part  B  forward  and  upward  as  shown  in  sketch. 

Fasten  sides  of  frame  with  floss  and  bend  supporter  backward 

shown  in  sketch. 
Material:     Tagboard  or  bristolboard. 


'50 


I 


51 


B4  COURSE. 
No.  6.     Pictureframe. 
Construction: 

For  front  piece,  draw  rectangle  4"x5",  on  bristolboard. 

Draw  inside  rectangle  1"  from  sides. 

Draw  diagonals. 

Cut  around  figure  and  on  diagonals. 

Roll  points  forward  and  upward  as  in  sketch. 

For  back  piece,  make  rectangle  on  tagboard  same  as  front  piece. 

Draw,  cut,  and  bend  back  support  3"xl"  as  shown  in  sketch. 

Fasten  back  piece  to  the  front  with  eyelets. 

No  scoring  on  this  model. 


© 


52 


L 


53 


B4  COURSE. 
No.  7.     Basket. 
Construction: 

Draw  a  square  7i"  sides. 

Draw  lines  across  vertically  and  horizontally  2|"  apart. 

Place  point  A,  1"  from  inside  lines  as  shown  in  drawing. 

Connect  these  points  with  oblique  lines. 

On  these  oblique  lines  place  points  £"  from  points  A. 

Draw  lines  to  the  opposite  angles  of  the  corner  square. 

Locate  |"  lines  for  handle  as  in  drawing. 

Cut   out  the   figure   with   scissors,   following  the   fun   lines   and 

scoring  corner  pieces  x. 

Cut  hole  for  handle  with  small  point  of  scissors. 
Score  on  dashed  lines  and  fold  the  paper  so  that  the  scored  lines 

come  on  the  outside. 

Fold  flap  pieces  outward  as  shown  in  sketch. 
Draw  and  cut  handle  12"xf"  and  insert  as  shown  in  sketch. 
Fasten  with  floss  as  in  sketch  or  with  eyelet  in  each  corner. 
Material:     Tagboard. 


54 


it j£ — i_  |" — ; — , — ajf „(_  t« — £ — !£ — ^ 


55 


A4  COURSE. 


A4   COURSE. 
No.  1.     Cornucopia. 
Construction: 

With  ruler  draw  line,  AB,  9"  long. 

With  triangle  draw  line  CD,  4"  long  and  at  right  angles  to  and 

3"  from  end  of  line  AB. 
Connect  C  and  D  with  B. 
With  compasses  draw  arc  through  C  and  D  with  B  as  center,  and 

B    D    or   C    D    as   radius. 
On  the  arc  set  off  distance  equal  to  C   D. 
Draw  F    B  and  E    B. 
Draw  A    C  and  A    D. 
On  A,  C  and  A,  D  draw  semicircles  1  and  2,  with  y  radius  and  1" 

from  C  and  D. 

Draw  lines  3  and  4  for  flaps  £". 
Cut  around  figure  with  scissors  on  the  full  lines. 
Score  on  dashed  lines. 
Fold  figure  inward  on  lines. 
Fold  flaps  outward. 
Sew    flaps    in    front    of    pocket    ("  Linen    Floss "    or    "  Columbia 

Zephyr  ")   double  overcasting  or  lacing. 

Punch  hole  in  top,  1"  from  apex,  and  press  in  eyelet  with  punch. 
Material:     Tagboard. 


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•Si 


59 


A4  COURSE. 
No.  2.     Wallpocket. 
Construction: 

For  back  of  model — 

Draw  a  rectangle  5"x4". 

Draw  oblique  lines  in  top  corners   y  from  the  angles  as  indicated 
in  drawing. 

Locate  points  for  eyelets  1"  from  end  and  $"  from  top  lines  of 
rectangle. 

Cut  around  figure  with  scissors. 

For  pocket — 

Draw  a  rectangle  8"x2"  and  draw  lines  2"  from  ends  and  across 
rectangle. 

Draw  diagonals  as  shown  in  drawing. 

Add  flap  lines  to  diagonals  and  to  base  line  of  the  rectangle,  as 
shown  in  drawing. 

Cut  on  full  lines. 

Score  on  dashed  lines. 

Fold  and  fasten  pocket  to  back  piece  using  eyelets,  as  shown  in 
sketch. 

Punch  holes  and   press  in  eyelets   in  back  piece  in  points  pre- 
viously located. 
Material:     Tagboard. 


61 


A4  COURSE. 
No.  3.     Matchsafe. 
Construction: 

For  back  of  safe — 

Draw  rectangle  4"x5i". 

Draw  oblique  lines  in  top  corners,  y  from  angle  as  in  drawing. 

Locate  holes  in  middle  of  top  1"  apart  and  i"  from  top  line. 

Cut  out  figure  with  scissors. 

Punch  holes  and  press  in  eyelets  as  in  sketch. 

For  box  of  safe — 

Draw  rectangle  I"x7". 

Draw  lines  across  i"  from  each  end. 

Draw  lines  AB  and  CD,  2"  from  each  end  of  rectangle  and  ex- 
tending 2£"  as  in  sketch,  then  connect  B  and  D. 

Divide  into  definite  spaces  to  obtain  proportions  for  bottom  and 
flap  of  box,  according  to  drawing. 

Cut  with  scissors,  score  and  fold  figure. 

Fasten  box  to  back  with  floss,  eyelets  or  fasteners. 
Material:     Tagboard. 


62 


7 


L.. 


63 


A4  COURSE. 
No.  4.     Tray. 
Construction: 

Draw    a    square    5"    sides.     Draw    another    square    3"    sides    by 

measuring  1"  from  each  side  of  first  figure. 

Place    points    £"    from    each    side    of   outside    square    and    draw 
oblique  lines  to  angles  of  inside  square  as  shown  in  drawing. 
Draw  triangles  A,  B,  C,  D,  f "  altitude.    Note  points  of  connection. 
Cut  out  figure  following  the  full  outline. 
Score  on  dashed  lines  in  the  corners  and  on  the  lines  of  inner 

square. 

Fold    sides    upward     and     apply    paste    on   under   side    of    tri- 
angular flaps  1,  2,  3,  4,  and  fasten  same  on  inside  of  tray. 
Bend  triangles  A,  B,  C,  D,  out  and  downward  as  in  sketch. 
Punch  holes  with  punch. 
Material:     Tagboard. 


.64 


65 


A4   COURSE. 

No.  5.     Hexagonal  Toothpickholder. 
Construction: 

Draw  a  rectangle  6"x2". 

Divide  into  six  equal  spaces,  drawing  lines  across. 

Draw  line   A,  i"  from  top  of  rectangle,  and  draw  points  as  shown 

in  drawing. 

Draw  line,  B,  i"  below  figure  obtaining  flap  lines  for  bottom. 
Draw  i"  flap  line  at  the  end. 
On  the  base  line  of  one  division  is  rectangle  draw  arcs  1  and  2 — 

radius  equal  to  line. 
Prom   the   center  thus   obtained   and   with   same   radius   draw   a 

circle  and  on  the  circumference  set  off  spaces  ror  hexagon. 
Cut  out  figure  on  full  lines.    Do  not  cut  off  the  bottom  from  the 

line. 

Score  and  fold  on  dashed  lines. 
Paste  the  model  with  flaps  inside. 
Draw  and  cut  a  circular  piece  and  attach  as  a  base,  as  shown  in 

sketch. 
Material:     Tagboard  or  bristolboard. 


66 


67 


A4   COURSE. 
No.  6.     Basket. 
Construction: 

Draw  two  concentric  circles  !U"  and  3"  radius  respectively. 

Construct  and  draw  the  sides  of  the  hexagon  in  smaller  circle. 

Place  the  ruler  across  two  opposite  angles  and  obtain  points  x,  as 
shown  in  the  drawing  by  dotted  line  R. 

Measure  with  compasses,  $"  and  obtain  points  1. 

Draw  lines  from  these  points  to  the  angles  of  the  hexagon. 

Measure  1"  and  draw  flap  lines    A. 

(On  circles,  space  with  compasses.) 

Connect  points  1. 

Cut  on  full  lines,  score  on  dashed  lines  and  fold. 

Fasten  flaps  with  paste  on  inside  of  basket. 

Make  the  handle  1"  wide  and  paste  it  to  the  inside  of  basket. 
Material:     Tagboard. 


68 


69 


A4   COURSE. 
No.  7.     Bank. 

(Cube.) 
Construction: 

Draw  rectangle  A  B,  9"x2*",  and  divide  into  four  equal  parts. 

Draw  the  squares  C,  D.    Draw  flap  lines  1"  as  shown  in  drawing. 

Cut  on  full  black  lines. 

Score  and  fold  on  dashed  lines. 

In  one  square  draw  and  cut  the  opening  X. 

Fasten  with  paste,  placing  flaps  on  inside. 

Cut  pieces  of  fancy  paper  and  attach  to  surfaces  as  shown  in 

sketch. 

Teach  concepts  of  cube, — surfaces,  edges,  and  solid  angles. 
Materials:     Tagboard  and  fancy  paper. 


70 


<•-< 


71 


SUPPLEMENTARY   MODEL. 
Matchsafe. 


72 


INDEX. 

PAGK 

Cutting     7 

Folding    7 

General  directions   4-5 

How  to  cut  sandpaper  9 

Introduction    3 

Materials  and  tools  8 

Materials  9 

Original  and  supplementary  work  8 

Pasting 7 

Paste  8 

Preface  2 

Suggestions  in  method  of  teaching : 6 

Scoring 7 

System  of  lines  10 

Terminology   7 

B3  Course 11-24 

No.  1 — Square  card 12 

No.  2— Visiting  card  (rectangle)    13 

No.  3— Windmill 14-15 

No.  4— Notebook 16-17 

No.  5 — Visiting  card  (Rhombus)  18 

No.  6— Visiting  card  (Rhomboid)    19 

No.  7 — Cardcase     20 

No.  8— Wallpocket  22-23 

No.  9 — Envelope   '. 24 

A3  Course 25-39 

No.  1— Circular  bookmark   26 

No.  2 — Triangular  keytag  27 

No.  3 — Threadwinder    28 

No.  4 — Circular  penwiper 29 

No.  5 — Easel   (Isosceles  triangle)    30-31 

No.  6 — Circular  picture  frame   32-33 

No.  7 — Calendarmount  (quartrefoil) 34 

No.  8— Wallpocket  36-37 

No.  9 — Triangular  toothpickholder 38-39 

73 


B4  Course 41-55 

No.  1 — Open  box 42-43 

No.  2 — Oblong  basket   44-45 

No.  3 — Square  toothpickholder 46-47 

No.  4 — Covered  box   48-49 

No.  5 — Picture  frame  50-51 

No.  6 — Picture  frame 52-53 

No.  7— Square  basket 54-55 

A4   Course    57 

No.  1 — Cornucopia  58-59 

No.  2— Wallpocket 60-61 

No.  3— Matchsafe  62-63 

No.  4— Tray   64-65 

No.  5 — Toothpickholder  (hexagonal)    66-67 

No.  6 — Basket  (hexagonal)    68-69 

No.  7 — Bank  (cube)    70-71 

Supplementary  model  (matchsafe)    72 


74 


Return  to  desk  from  which  borrowed. 
This  book  is  DUE  on  the  last  date  stamped  below. 


27)^5  "*• 
3MRT55DS 


LD  21-100m-9,'47(A5702sl6)476 


